Denmark—the homeland of Hans Christian Andersen, a vibrant nation, a fantasy-filled fairy tale kingdom, and a land of romance and freedom. In December 2018, we arrived in this country, renowned for having the world’s highest happiness index, to participate in the sixth session of the "Step into Hans Christian Andersen’s Fairy Tale World—Laoniu China Early Childhood Education Talent Training Program," organized by the H.C. Andersen International KIndergarten College-AIKC of Early Childhood Education with funding from the Laoniu Foundation.
Though 20 days were brief, studying during the Christmas season in such a romantic country gifted us each day with profound emotion, endless surprises, and moments of awe. The unique experiential learning, intense cultural exchanges between East and West, enriching student life, and festive Christmas activities left our sixth cohort with countless unforgettable memories.
A week has passed since returning home, yet the bonds between all participants have grown stronger. Whenever we reminisce about Denmark in our group chats, waves of reflection arise—about education, freedom, creativity, development, humanity, and national progress… So many topics to explore, stories to recall, and cherished memories to hold dear. Just moments ago, our classmate "Director" extended an invitation in the WeChat group: "When the peonies bloom, let our sixth cohort reunite."
Today, I’ll try to organize my recent thoughts, reflections, and insights to share with you all.
Chapter 1: The Anxieties of Entering AIKC
Due to a delayed visa, I missed traveling to Copenhagen with the group and had to journey alone to the school. Before departure, my anxiety was indescribable! Looking back, what gave me the courage? It was my longing for Danish early childhood education, the belief that "a smiling girl has good luck," and my broken English—somehow, I embarked on this nervous solo journey. Grateful for the help of Mr.Dong, Teacher Zhao, Xiao Zhouzhou, and our "Director" classmate, I navigated flights, trains, and buses over 30 hours to safely reach the warm embrace of AIKC on Fyns Island.
Here, I extend heartfelt thanks to Ms. Xu Li for her recommendation, allowing me to witness true fairy tales; to Mr.Dong of the AIKC for his passion in early education, creating a platform for us to experience Denmark; and to the Laoniu Foundation for its generous support, enabling grassroots kindergarten directors like me to turn dreams into reality. Here, we encountered a different world, different fairy tales, and different lives. We will carry this happiness to more children, planting seeds of joy in their hearts.
Chapter 2: The Touching Moments in AIKC
Every day at Nordfyn Folk High School and AIKC, we were deeply moved by the pragmatic and sincere people: the care among classmates, small post-lunch surprises, the teachers’ passion and dedication, and Mr. Benny, who guided us through Andersen’s cultural landmarks in Odense—churches, town halls, museums, and故居 (former residences)—braving heavy rain with unwavering commitment. We were moved by the Copenhagen professor who drove through storms to lecture on "world peace," his ailing wife silently accompanying him; by the jewelry-making teacher, wholly absorbed in his craft yet infinitely patient with our requests; by Principal Morgan’s meticulous arrangements, introducing us to Danish society, folk high schools, Grundtvig’s philosophy, societal trust, and the roots of Danish happiness; by Ms. Guo Bin’s tireless efforts, translating每一节 (every lesson) with energy and generosity; and by Mr.Dong, AIKC’s legendary figure, whose relentless pursuit of dreams, boundless positivity, and wealth of life stories guided us through Denmark’s fairy tale realms and the essence of early education.
To all these inspiring souls, we owe our gratitude. Meeting them was a blessing for every AIKC member. A passage from *The Reader* comes to mind, dedicated to dear AIKC:
Encounter
An encounter is a magical arrangement—
The beginning of everything...
When cold meets warmth, there is rain.
When spring meets winter, there are seasons.
When sky meets earth, there is eternity.
When people meet people, there is life...
We met AIKC,
And found emotion, ignition, hope, and miracles...
Chapter 3: Entering Danish Kindergartens: A Journey of Astonishment
Frankly speaking, this study trip to Denmark has left us deeply astonished. Before arriving, I had read Gao Xiaosong’s article *"In Northern Europe, I Feel Ugly Inside"*, which struck me as somewhat exaggerated and idealized. But after 20 days of learning and firsthand experience, I’ve come to partially agree with his perspective. Danish culture has profoundly shocked me—not just its high welfare standards or happiness index, but its educational philosophy. Here, we witnessed respect, freedom, and creativity embedded in every aspect of education, as well as Denmark’s emphasis on early childhood education and its protection of children’s imagination and innovation.
Astonishment 1: Danish Kindergartens’ Respect for Children Exceeds Our Imagination
Respect in Denmark is truly ingrained in the national DNA. The grandeur of a kindergarten’s entrance doesn’t matter, but the "child’s eye-level perspective" in its design will melt your heart. A small wooden door features a transparent, appropriately positioned "farewell window," allowing children and parents to share a calm, ritualistic goodbye as the door closes—truly touching. Under the doorframe hang two handmade candle lanterns, lit each morning to welcome children. These flickering lights embody love, acceptance, and understanding, glowing like the most beautiful fairy tale.
In every kindergarten, principals and teachers seek children’s consent before hosting visitors. Activities proceed only if the children agree, and they retain the right to refuse. While teachers gently guide them, the focus remains on respecting the children’s autonomy. Such practices deserve immense praise! Children are the true masters of their kindergarten, never passively arranged but empowered to make decisions about their daily lives.
Astonishment 2: Danish Kindergartens’ Environments Are Not "Luxurious"
We visited three kindergartens, none of which had modern, brightly colored rubber flooring or large plastic play structures. Instead, the grounds featured two elements: lush green grass and soft sandy areas. Scattered toys—all made of natural wood—lay casually about: logs of varying thickness, meter-long planks, tires, small crates, foam mats, trampolines, tricycles, hula hoops, benches, gazebos, and hammocks. These items were freely dispersed across the campus.
At first glance, one might mistake the kindergartens for being outdated, unimpressive, or even简陋 (simple). But that assumption would be utterly wrong. While Danish kindergarten environments appear casual, they embody profound wisdom and cutting-edge educational philosophy. The outdoor spaces offer children the healthiest, most natural playgrounds, reconnecting them with nature. The simple, open-ended materials spark creativity: planks become balance beams, tricycles transform into cargo transporters, and makeshift tools solve problems like reaching heights. These flexible, imaginative toys push children to innovate, turning basic objects into magical tools for play. Every sprint and game becomes an exercise in ingenuity.
Astonishment 3: Danish Kindergarten Teachers Don't "Teach" Classes
Chinese parents often emphasize early education with the phrase "Don't let children fall behind at the starting line," believing that teaching preschoolers literacy and arithmetic skills gives them a head start. However, Danish kindergartens have no formal curriculum - children's "job" is to play freely while teachers act as play companions. Regardless of weather conditions, children spend over two hours daily outdoors. Each child has three sets of clothes: indoor wear, rain gear, and outdoor play clothes. Children dress themselves for outdoor activities and decide their own play content, with teachers only assisting rather than intervening. Visiting Danish kindergartens, we witnessed children's joyful smiles as they freely played with sand, mud, swings, and bikes - reminiscent of carefree childhoods. Danish educators believe "children don't play to learn, but learning naturally occurs through play." This "learning through play" philosophy is perfectly embodied here.
Danish kindergartens oppose teaching specific academic knowledge to preschoolers, believing it restricts free development and damages imagination and creativity. Their core philosophy focuses on happy growth through spontaneous learning during play. When engaged in activities they enjoy, children naturally acquire language skills, physical coordination, risk awareness, social etiquette, interpersonal skills, and basic survival capabilities.
Astonishment 4: Bold Outdoor Adventures in Danish Kindergartens
The most striking feature is the extensive outdoor activities - children must spend over two hours outside daily regardless of weather conditions. Wearing specialized waterproof suits, they play freely in mud and rain. The famous saying goes: "There's no bad weather, only inappropriate clothing." Danes view outdoor activities as crucial for health, happiness, and education. Beyond physical benefits, outdoor play teaches self-care, social skills, communication, overcoming challenges, and conflict resolution. We were stunned to see 3-4 year olds using peelers and 5-6 year olds handling real knives during teacher-supervised activities. When questioned about safety, teachers responded: "Children have natural self-protection instincts. Abilities develop through practice, not overprotection."
Although Chinese kindergartens also mandate two outdoor hours, implementation often falls short. Many replace natural environments with artificial rubber surfaces for safety, focusing solely on physical development while neglecting outdoor activities' cognitive and social benefits.
Astonishment 5: Danish Babies Embrace the Cold
Year-round, Danish infants nap outdoors in strollers. In winter, it's common to see parents enjoying coffee in warm cafes while babies sleep in strollers parked outside in the cold (equipped with monitoring devices). When questioned about the scientific basis for this practice, a kindergarten director replied: "Why not? The fresh air and nature connection are evidence enough."
Astonishment 6: Danish Parents Don't Spoil Children, Kindergarten Accident Management
Danish parents practice "benign neglect" - leaving babies on lawns while staying indoors, or picking up children without formal checkouts. They encourage independent outdoor play, viewing it as opportunities to develop problem-solving skills in their safe society. When asked about injury liability, teachers shared a revealing story: If a child gets hurt, Danish parents typically apologize to the kindergarten for their child's carelessness. This contrasts sharply with Chinese parents who might endlessly dispute liability. Consequently, Chinese schools restrict potentially risky activities to avoid parental conflicts. While related to social security systems, this also reflects differing parental mindsets regarding holistic child development.
Beyond these observations, Denmark demonstrates multi-level societal respect for childhood. Adults follow children's lead, protecting their innate curiosity and need for exploration. This "free play" philosophy has cultivated high-quality citizens and a creative nation where "the elderly are cared for, adults contribute, and children thrive." With 14 Nobel laureates among 5.7 million people, Denmark leads in per capita Nobel prizes. While China's "advanced" education produces international competition winners and PISA champions, many eventually become ordinary adults. This paradox deserves deep reflection: When will our education shift from cultivating "contest machines" to nurturing truly innovative talents?
Chapter 4: Reflections on Early Childhood Education in Denmark
The closer I delve into Danish early childhood education, the more I notice the differences between China and Denmark—differences rooted in national contexts and educational systems. While China’s early childhood education has made significant progress in recent years—shifting from rote-learning collective teaching to age-appropriate games, transitioning from uniform group instruction to small-group activities, prioritizing children’s learning over teachers’ lecturing, and focusing on the educational process rather than just outcomes—there remain stark contrasts when compared to Denmark. Below, I compare key areas of focus for teachers in both countries:
Danish Kindergarten/Chinese Kindergarten
Danish teachers respect individual ideas and emphasize each child’s self-expression. /Chinese teachers tend to focus on children who express themselves most eloquently or impressively.
Process-oriented: Danish teachers prioritize children’s participation and emotional needs; outcomes are secondary. / Result-oriented: Chinese teachers expect children to complete tasks flawlessly, emphasizing outcomes.
Danish teachers collaborate with children as equals./ Chinese teachers act as disciplinarians, maintaining order.
Danish teachers believe children are inherently unique and should “be themselves.” / Chinese teachers encourage every child to strive for excellence.
From this comparison, it is clear that Danish early childhood education centers on children’s perspectives, respects their natural development, and values individuality. In contrast, Chinese education often prioritizes quick, tangible results. The concept of“respect”is what we should learn most from Danish kindergartens. As Professor Guo Bin often says, “In Denmark, every person is a capital-letter‘HUMAN’” Reflecting on my experience at Danish Kindergarten, why did our adult learning journey feel so unforgettable? Because the teachers offered unwavering affirmation and freedom, making us feel unique, ensuring every expression was joyful, and fostering spontaneous, enthusiastic collaboration. This environment nurtured curiosity and a love for learning—a testament to Denmark’s core educational philosophy: “We absorb knowledge best when we are happy and genuinely interested.” This was further validated in an interview with Danish badminton world champion Viktor Axelsen during our visit.
While Chinese and Western cultures and education systems each have strengths, our ultimate goal in visiting Denmark is to learn from its essence, adapt it to China’s realities, and drive progress. Rather than dismissing differences as cultural inevitabilities, we must rationally analyze and seek the essence of education. Let us revisit Danish and Chinese education with calm reflection.
Core Principles of Danish Education:
1.“Leave No Child Behind”
A national goal: Progress slowly if needed, but ensure no child feels left behind. Denmark minimizes psychological harm caused by falling behind and instills a societal ethos of supporting the vulnerable from early childhood.
2. “No Elite Education”
The state does not prioritize elite training. In high school, students freely choose vocational or general tracks. University education is free, with state subsidies, while non-academic paths are equally respected.
3. “Layered Education”
Early childhood focuses on adaptability and social skills. As children grow, the emphasis shifts to sparking curiosity, interdisciplinary exploration, and self-discovery.
Can We Copy Denmark’s Model?
The answer is clearly NO. Denmark is a small, high-welfare, developed nation with decentralized governance, where local governments tailor policies to regional needs. Culturally, Denmark emphasizes family involvement in early education, high teacher-student ratios, and highly professionalized educators. The state heavily invests in and prioritizes preschool education.
China, with its vast population and diverse needs, still relies on “elite education” as a pragmatic fairness mechanism. However, reforms are underway to align with global standards: encouraging diverse preschool institutions, improving teacher training, increasing state investment, prioritizing special needs education, and strengthening family-school collaboration. Only through reflection, experimentation, and adaptation can China develop an educational philosophy suited to its unique context.
In Conclusion
Let us move forward through reflection, mature through dialogue, grow through sharing, and ultimately forge a new educational vision rooted in China’s realities.
Chapter 5:Into Action: The AIKC Initiative
In just twenty days, we marveled at Danish kindergartens’ full respect for children’s autonomous creativity, their rejection of superficial appearances, and their deep appreciation for each child’s individuality and independent spirit. Having studied the fundamentals of Denmark’s early childhood education system, we returned to our own kindergartens with one question: What can we do now? The answer lies in spreading Danish educational philosophies, influencing those around us, and nurturing these ideas like seeds that will take root, bloom, and bear abundant fruit. Let our children truly experience growth as joyful, free, equal, and fulfilling!
In my kindergarten, I will implement the following changes:
Internal Measures:
1. Foster an equal, respectful, and democratic work environment.
A saying inspires me: "How far we go depends on how far our minds reach!" Transformation begins with shifting mindsets. Starting with myself, I will lead by example, influencing every teacher through daily actions. We will cultivate a workplace where true respect and democracy thrive, empowering teachers to pass this sense of fulfillment to every child.
2. Develop practical, targeted, and systematic teacher training programs.
Overhaul top-down training models and teaching research activities. Listen to grassroots teachers’ voices and collaborate with Xu Li, a fifth-term AIKC scholar from Hubei Wuchang Experimental Primary School, to design professional development courses that tangibly enhance teaching skills.
3. Revise teacher performance evaluation mechanisms to inspire hope.
Admittedly challenging, I will prioritize *improving* over *proving*. Shift focus from results to growth-oriented processes, ensuring evaluations support teachers’ long-term development.
4. Strengthen home-school collaboration and promote Danish educational values.
Regularly engage with parents to advance science-based parenting philosophies. Share Denmark’s innovative approaches and, for families with resources and interest, facilitate study tours to Denmark.
5. Reduce structured class time; enhance outdoor physical activities.
6. Trust children’s capabilities; empower free play.
While adapting to local contexts, establish clear safety guidelines and boundaries to ensure freedom within a secure framework.
External Outreach:
1. Share insights from Denmark with six partner elementary schools in our experimental education group.
2. Collaborate with 15 sister kindergartens in Hongshan District’s boarding school network.
3. Connect cross-district with Wuchang Experimental Kindergarten and Wuhan Health Bureau Kindergarten for joint learning.
Closing Gratitude:
My heartfelt thanks to Teacher Xu Li for her recommendation, which unveiled a true "fairy tale"; to Mr.Dong of the AIKC for creating this platform to explore Denmark; and to the Lao Niu Foundation for supporting ordinary educators like me in turning dreams into reality. Here, we witnessed a different world, a unique fairy tale, and an extraordinary life. We will plant seeds of happiness in children’s hearts, nurturing their growth with joy. A humble poem for those unforgettable days in North Fyns and the sixth cohort of AIKC:
In Denmark’s embrace, we found our song, Where childhood dances free and strong. With seeds of hope, we now return, To light the fires our children yearn.
Where Dreams Begin
In distant Nordfyns, Denmark’s embrace,
There lies a magical school, a sacred space.
Here, fairytale cottages and dreamlike paths intertwine,
With charming harbors and mills, unique and divine.
Here, apples bow from branches, blooms perfume the air,
Flocks of birds perch on treetops, singing tales they bear—
Stories from afar, carried on wings so light,
Whispers of wonder that dance through the night.
Ah, AIKC! Three weeks ago, we left our homeland’s shore,
To nestle in your warmth, a dream we now explore.
You are the castle of truth and beauty in our hearts,
Where our voyage of dreams ignites and starts.
Dreams begin in classmates’ eyes, hopeful and bright;
Dreams begin in teachers’ passion, burning with light;
Dreams begin in Principal Morgan’s gentle smile;
Dreams begin in Mr. Dong’s resolve, spanning every mile.
Here, our thoughts collide, ideas take flight,
Here, perspectives clash, sparking new insight,
Here, old notions fade, fresh visions rise,
Here, hope after hope lights the skies.
All fairytale dreams, vibrant hues untamed,
Unfurl their wings—soaring, unashamed.
A fire of youth, fierce and unconfined,
A promise to share, to uplift humankind.
A bond of hearts and hands, steadfast and true,
A joy in walking together, skies forever blue.
Thank you, Class Six of AIKC, souls aligned—
In "Radish Squat," laughter broke walls undefined;
In workshops, persistence shaped visions we designed;
At City Hall, art’s splendor dazzled every gaze;
In Remida, hands joined to build hope’s sturdy maze.
We believe joy breeds poetry, horizons frame the unknown;
We trust that light sparks change, and change seeds newly sown.
Three weeks—now memories etched in time’s embrace,
A lifetime’s treasure, a radiant grace.
Through winding paths where quiet dreams reside,
Each trail stretches far, with hope as its guide.
Seeds of tomorrow take root here, then soar,
AIKC—where dreams begin, forevermore.
